Grade 3: SCSS 2.2, 2.3, 2.5
Grade 4: SCSS 2.1, 2.2, 2.3, 2.5, 2.6
Grade 5: SCSS 2.4, 2.5
Grade 7: SCSS 4.1, 4.2, 4.3
Grade 3 Science
Habitats and Adaptations
Standard 3-2: The student will demonstrate an understanding of the
structures, characteristics, and adaptations of organisms that allow them to
function and survive within their habitats. (Life Science)
Indicators:
2.2 Explain how physical and behavioral adaptations allow organisms
to survive (including hibernation, defense, locomotion, movement, food obtainment,
and camouflage for animals and seed dispersal, color, and response to light
for plants).
2.3 Recall the characteristics of an organism’s
habitat that allow the organism to survive there.
2.5 Summarize the organization of simple food chains
(including the roles of producers, consumers, and decomposers).
Grade 4 Science
Organisms and Their Environments
Standard 4-2: The student will demonstrate an understanding of the
characteristics and patterns of behavior that allow organisms to survive in
their own distinct environments. (Life Science)
Indicators:
2.1 Classify organisms into major groups (including plants or animals,
flowering or non-flowering plants, and vertebrates [fish, amphibians, reptiles,
birds, and mammals] or invertebrates) according to their physical characteristics.
2.2 Explain how the characteristics of distinct environments
(including swamps, rivers and streams, tropical rain forests, deserts,
and the polar regions) influence the variety of organisms in each.
2.3 Explain how humans and other animals use their
senses and sensory organs to detect signals from the environment and
how their behaviors are influenced by these signals.
2.5 Explain how an organism’s patterns of behavior
are related to its environment (including the kinds and the number
of other organisms present, the availability of food and other resources,
and the physical characteristics of the environment).
2.6 Explain how organisms cause changes in their environment.
Grade 5 Science
Ecosystems: Terrestrial and Aquatic
Standard 5-2: The student will demonstrate an understanding of relationships
among biotic and abiotic factors within terrestrial and aquatic ecosystems.
(Life Science)
Indicators:
2.4 Identify the roles of organisms as they interact and depend on
one another through food chains and food webs in an ecosystem, considering
producers and consumers (herbivores, carnivores, and omnivores), decomposers
(microorganisms, termites, worms, and fungi), predators and prey, and parasites
and hosts.
2.5 Explain how limiting factors (including food,
water, space, and shelter) affect populations in ecosystems.
Grade 7 Science
Ecology: The Biotic and Abiotic Environment
Standard 7-4: The student will demonstrate an understanding of how
organisms interact with and respond to the biotic and abiotic components of
their environment. (Earth Science, Life Science)
Indicators:
4.1 Summarize the characteristics of the levels of organization within
ecosystems (including populations, communities, habitats, niches, and biomes).
4.2 Illustrate energy flow in food chains, food webs,
and energy pyramids.
4.3 Explain the interaction among changes in the environment
due to natural hazards (including landslides, wildfires, and floods),
changes in populations, and limiting factors (including climate and
the availability of food and water, space, and shelter). |
Grade 3: S3L1 a,
c
Grade 4: S4L2 a
Grade 5: S5L1 a
Grade 7: S7L4 a, b, c, d
Grade 3 Science
S3L1: Students will investigate the habitats of different
organisms and the dependence of organisms on their habitat.
Indicators:
a. Differentiate between habitats of Georgia (mountains, marsh/swamp,
coast, Piedmont, Atlantic Ocean) and the organisms that live there.
c. Identify features of animals that allow them to live and thrive
in different regions of Georgia
Grade 4 Science
S4L2: Students will identify factors that affect the survival or extinction
of organisms such as adaptation, variation of behaviors (hibernation), and
external features (camouflage and protection).
Indicator:
a. Identify external features of organisms that allow them to survive
or reproduce better than organisms that do not have these features (for example:
camouflage,
use of hibernation, protection, etc.).
Grade 5 Science
S5L1: Students will classify organisms into groups and relate how
they determined the groups with how and why scientists use classification.
Indicator:
a. Demonstrate how animals are sorted into groups (vertebrate and
invertebrate) and how vertebrates are sorted into groups (fish, amphibian,
reptile, bird,
and mammal).
Grade 7 Science
S7L4: Students will examine the dependence of organisms on one another
and their environments.
Indicators:
a. Demonstrate in a food web that matter is transferred from one organism
to another and can recycle between organisms and their environments.
b. Explain in a food web that sunlight is the source of energy and
that this energy moves from organism to organism.
c. Recognize that changes in environmental conditions can affect the
survival of both individuals and entire species.
d. Categorize relationships between organisms that are competitive
or mutually beneficial. |
